Summary of Reflective Analysis

This summary will reflect my educational experience while teaching a multigenerational education course for teachers learning to educate within a hybrid classroom. The students are multigenerational and the course is designed to not only help them understand what to do but simplify what is needed so that any generation of educator can successfully teach within this type of environment.. The changes in the concerns of medical terms verse the concerns the use of technology became a paramount challenge. In my original, plan of faculty in understanding the terminology the research pushed towards a more multigenerational gap and adherence between the diversity of the faculty as veterans in healthcare to the current millennias. Research I reviewed indicated that a higher number of older faculties were challenged if not intimidated by the idea and concept of the online and hybrid courses. It was decided to create and implement an educational precourse or platform that not only covers medical terminology and how to facilitate online, but to also educate the unknown for the fear of the change to this hybrid/online technology was paralyzing the team I worked with and was identified in the research. Discussions with faculty and observation in the classroom of many other educators showed many just did not use the computer and stood for hours at the copier days before, preparing course information for students. As with any new class when you apply many learning theories, you need to look at the adult learners with in the class and see how they learn. Interesting enough most if not all in the classes I watched, everyone

had a smartphone and or tablet at their side or were texting, emailing or noting classroom content. I also observed each of the faculty with their own smart phone and iPad or tablets. This in turn supported my theory of the need to create a more of a transitional course that incorporated faculty resources and supported the fears many faculty voiced. Hence, the needs assessment was developed and presented, with a conformation of results annotated. Reviewing the results with my mentor only supported I wa on the appropriate track and a pre test was developed based on information I felt would be necessary at their educational level, and once again the results confirmed the theory that the faculty was more afraid of the online terms and hybrid courses and not as much the terminology or medicine , but how to present the information in a hybrid/online format. After review with mentor and assembling the research that supported the course idea and platform, I found it would have been more interesting to spread this course idea over a week verse only 2hrs allowed by administration. Therefore, as condensed, the important points were and all goals were met. Lots of information for them to retain, but I demonstrated they could have the information right at their own fingers on their phones and home. The class was presented in a hybrid fashion and communication with line threads and texting found most faculties doing the online information more than they expected. The posttest review has confirmed that this short direct course did validate many of the multigenerational faculty concerns and encouraged staff to participate. Based on my assessment the effectiveness of the course demonstrated an 85% growth outcome post course and a 95% post assessment gain. I can only conclude at this point that not only

was this course effective in the short time provided, but that more courses would benefit the faculty and my ambition of being that of a change agent will be met.

The pretest was given to the students before the presentation of the Power Point and lecture, it was during this time that I was able to gain background knowledge on my class and fully understand where they felt comfortable in terms of teaching in this new environment. The test results were very similar to the estimations I had made and helped me greatly when it came to reviewing the material for the lesson. Few things had to be modified and my presentation appeared to be right on track for what was needed. After the Power Point, Lecture and Discussion was concluded the students were given the same test over again. This test helped provide vital information on the facultys ability to gain knowledge from the course and gain confidence in their own abilities. One student whose pretest scored at only a 30% was able to understand the material and apply it to the post test no problem. This student received a full 100% on their post test and assured me in their confidence to teach a hybrid course in the future. This class and project in itself has been both a blessing and a curse. I have greatly enjoyed teaching the class and learning about my students/faculty. The work involved within the teaching is detailed and disorienting at times, during a normal hybrid course Im excited and ready to educate, I was so compelled to do well and get everything perfect for this one course I either over thought minor details or under thought major ones. All in all this has been a learning experience that I will never forget and my pesuit to be a lifetime learner has only helped me achieve so many of the goals I have set for myself in this live, this project will always be with me and all the experiences it brought

both good and bad. If I was asked to do this project all over again I would, but next time I think I would be able to relax a bit more and enjoy the experience more.